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Author : Clarence William Hunnicutt
Publisher : Unknown
Page : 148 pages
File Size : 40,5 Mb
Release : 1964
Category : Children with social disabilities
ISBN : UOM:39015012806470
Author : Anonim
Publisher : Ardent Media
Page : 420 pages
File Size : 43,8 Mb
Release : 1992
Category : Education, Urban
ISBN : 8210379456XXX
Author : Bernard Mackler,Mary Ellen Warshauer,Center for Urban Education
Publisher : New York : Published for the Center for Urban Education by Praeger
Page : 328 pages
File Size : 54,9 Mb
Release : 1968
Category : Education, Urban
ISBN : STANFORD:36105034016308
Author : Benjamin Samuel Bloom,Allison Davis,Robert D. Hess,Susan B. Silverman
Publisher : Unknown
Page : 196 pages
File Size : 55,5 Mb
Release : 1965
Category : Children
ISBN : UOM:39015070164119
Author : Elizabeth B. Kozleski,Kathleen King Thorius
Publisher : Teachers College Press
Page : 273 pages
File Size : 51,9 Mb
Release : 2014
Category : Education
ISBN : 9780807772461
This comprehensive book is grounded in the authentic experiences of educators who have done, and continue to do, the messy everyday work of transformative school reform. The work of these contributors, in conjunction with research done under the aegis of the National Institute of Urban School Improvement (NIUSI), demonstrates how schools and classrooms can move from a deficit model to a culturally responsive model that works for all learners. To strengthen relationships between research and practice, chapters are coauthored by a practitioner/researcher team and include a case study of an authentic urban reform situation. This volume will help practitioners, reformers, and researchers make use of emerging knowledge and culturally responsive pedagogy to implement reforms that are more congruent with the strengths and needs of urban education contexts. Contributors: Sue Abplanalp, Cynthia Alexander, Alfredo J. Artiles, David R. Garcia, Dorothy F. Garrison-Wade, JoEtta Gonzales, Taucia Gonzalez, Cristina Santamaría Graff, Donna Hart-Tervalon, Jack C. Jorgensen, Elaine Mulligan, Sheryl Petty, Samantha Paredes Scribner, Amanda L. Sullivan, Anne Smith, Sandra L. Vazquez,Shelley Zion “If you truly care about the serious, research-based pursuit of equity and inclusivity in urban schools, you must read this book. Using researcher-practitioner co-author teams and a case study of national urban reform, Kozleski, King Thorius, and their chapter team authors show how to go successfully to scale with systemic reform.” —James Joseph Scheurich, Professor, Indiana University School of Education, Indianapolis Elizabeth B. Kozleski chairs the Special Education program at the University of Kansas. She received the TED-Merrill award for her leadership in special education teacher education in 2011. Kathleen King Thorius is an assistant professor of urban special education in Indiana University’s School of Education at IUPUI. She is principal investigator for the Great Lakes Equity Center, a Regional Equity Assistance Center funded by the U. S. Department of Education.
Author : Karen A. McClafferty,Carlos Alberto Torres,Theodore R. Mitchell
Publisher : SUNY Press
Page : 376 pages
File Size : 49,6 Mb
Release : 2000-02-03
Category : Education
ISBN : 0791444333
Presents current research and theoretical perspectives on the challenges facing educators in U.S. urban schools.
Author : Pauline Lipman
Publisher : Taylor & Francis
Page : 226 pages
File Size : 55,9 Mb
Release : 2013-05-13
Category : Education
ISBN : 9781136760006
Using Chicago as a case study of the interconnectedness of neoliberal urban policies on housing, economic development, race, and education, Lipman explores larger implications for equity, justice, and "the right to the city".
Author : B. S. Bloom,A. Davis,R. Hess
Publisher : Unknown
Page : 128 pages
File Size : 41,6 Mb
Release : 1965
Category : Electronic
ISBN : OCLC:67223127
Author : Catherine M. Hands,Lea Hubbard
Publisher : Information Age Pub Incorporated
Page : 317 pages
File Size : 44,5 Mb
Release : 2011
Category : Education
ISBN : 161735399X
A volume in Issues in Urban Education Series Editors Denise E. Armstrong, Brock University and Brenda J. McMahon, Florida State University This book is intended to examine in depth the issues surrounding family and community involvement initially presented in the book, Inclusion in Urban Educational Environments: Addressing Issues of Diversity, Equity, and Social Justice. It contributes to the ongoing conversations in academia as well as in the profession around effectively engaging all families in their children's education, and building relationships with diverse community members around common educational goals. The book seeks to address issues related to structure, culture, and the agency of individuals and educational organizations. Structure refers to the external forces that impose upon and attempt to define social action, particularly, the institutional arrangements that schools, families and communities have traditionally held in relationship to each other and to the district, state and federal government. Education is tied system of class relations that structures racism, classism and sexism in response to the desire of dominant groups to preserve their privilege and power. The consequence is the economic position of low-income ethnic minority students, the population that we find most frequently in urban schools, is merely reproduced. Students and families from these backgrounds often feel alienated and marginalized and thus unable to engage actively with schools that are viewed as representing the interests of the white middle class. Understanding the success and failures of school, family and community partnerships also demands an examination of the cultural factors that are involved. By looking at culture, both that of the school and the community, we gain a better understanding of how the ideologies, beliefs and values held by the various constituents give rise to ideological conflicts that may impede collaborations. Partnerships are driven by the individual actions or agency of those involved. This collection demonstrates how actions or agency are tied to structural and cultural factors, including racial, ethnic, class, linguistic and gendered positions. Through the contributions of a team of authors who examine family and community involvement in education, a compelling argument is made for the need to attend to issues of structure, culture, and agency. Typically applied to school reform and change issues, this framework adds a new perspective to the family and community involvement literature, and may help to explain why strong family-school-community partnerships are not more widespread despite the abundance of literature that details the benefits of partnering for students, school personnel and their partners. By looking at the structures in the schools, districts and broader community that impact family and community involvement, the organizational cultures that support or limit their involvement, and the ability for students, their families, the community members and school personnel to make a difference in education, the book not only demonstrates the importance of these elements, but how they work together or against each other. Most importantly, the book illustrates how authentic partnerships - characterized by respectful, two-way communication that leads to shared goals and mutually beneficial relationships - can be created and maintained.
Author : John Beck,Chris Jenks,Nell Keddie,Michael F. D. Young
Publisher : Routledge
Page : 830 pages
File Size : 54,8 Mb
Release : 2020-03-10
Category : Education
ISBN : 9781000680317
By including material from literary, philosophical, and anthropological sources, and by selecting readings which consider educational practice both within and beyond formal educational contexts, this book broadens the character of sociological inquiry in education. The editors bring together material they have found valuable when working with students of education and sociology at all levels. Many of these articles and extracts are either inaccessible or have not been reprinted. The collection should stimulate inquiry about the assumptions underlying current debates on curriculum, streaming, school organization, methods of teachin, and preconceived notions of ability.
Author : David Coulby,Crispin Jones,Duncan Harris
Publisher : Routledge
Page : 246 pages
File Size : 50,9 Mb
Release : 2013-09-05
Category : Education
ISBN : 9781136166600
Published in the year 2005, World Yearbook of Education is a valuable contribution to the field of Major Works.
Author : United States. Office of Education,Helen Katherine Mackintosh,Gertrude Minnie Lewis
Publisher : Unknown
Page : 274 pages
File Size : 49,9 Mb
Release : 1965
Category : Children with social disabilities
ISBN : UCAL:B4003626
Author : Various
Publisher : Routledge
Page : 2896 pages
File Size : 43,9 Mb
Release : 2021-06-23
Category : Education
ISBN : 9781136450754
Dealing with all aspects of teacher education in the past 50 years the 13 books in this set, originally published between 1969 and 1996, discuss how the education system in the UK has changed; the impact of restructuring on teachers; teacher expectations around the world and other important topics in the sociology of education and teacher research.
Author : Annette Rosenstiel
Publisher : Routledge
Page : 499 pages
File Size : 55,7 Mb
Release : 2019-07-23
Category : Reference
ISBN : 9781000586817
Originally published in 1977 and compiled over a period of 25 years of teaching and research in the fields of education and anthropology, this annotated bibliography was designed as a single source reflecting (1) historical influences (2) current trends (3) theoretical concerns and (4) practical methodology at the interfaces of these disciplines. All entries, listed alphabetically by author, are numbered for ready reference, and the material covered spans nearly three centuries, from the earliest entry in 1689 to the most recent in 1976. The volume also contains entries for items dealing with the teaching of anthropology and the use of anthropological concepts and data in teaching.
Author : Willy DeMarcell Smith
Publisher : Routledge
Page : 247 pages
File Size : 45,9 Mb
Release : 2017-07-28
Category : Education
ISBN : 9781351313827
This highly focused collection of papers, commissioned by the National Urban League, offers a candid and courageous portrait of black education in transition. This is a period, as the editors note in their opening remarks, that is characterized by a huge shift from federal responsibility for minority education to authority and autonomy being lodged at the local government level. Further, many institutions that once worked well, no longer do so. Many ambitious social programs and policies that originally promised much, have been abandoned, have failed, or just faded away. Pivotal to these times and changes is the question of the extent to which the American educational system has been, or still is, capable of being responsive to incorporating and even instigating equity and excellence for black Americans. This volume asks the hard questions: is the educational system geared up for the maintenance of anything other than mainstream values? can it adapt to minority youth requirements? when, why, and how do educational policies of majorities and minorities clash? How are priorities to be established on the basis of wealth or need? The legal statutes and administrative enforcement of equal educational opportunities are explored in depth and with a deep compassion for all parties involved.
